Teacher Perceptions of Inclusive Settings

Taylor, Ronald L.; Richards, Stephen B.; Goldstein, Peggy; Schilit, Jeffrey

doi:10.1177/004005999702900309

Cited by 29 publications

(11 citation statements)

References 13 publications

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“…Other research indicated that the higher the level of education, the more positive the perspective of teachers towards the inclusion of students with disabilities (Antonak, Mulick and Kobe et al., 1995). Some studies reported, however, that some teachers have negative perspectives towards inclusion of students with disabilities even though they have higher levels of education (Taylor, Richards and Goldstein et al., 1997).…”

Section: Discussionmentioning

confidence: 99%

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi

Alquraini

2012

Research in Spec Educ Needs

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In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non‐specified gender. A two‐way analysis of covariance (ANCOVA), a one‐way analysis of variance (ANOVA) and an independent t‐test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender.

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Section: Discussionmentioning

confidence: 99%

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi

Alquraini

2012

Research in Spec Educ Needs

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“…Research data also revealed that more positive disposition toward inclusion has been found for teachers with more experience in inclusive settings and with students with disabilities (i.e., Cook et al 2000;Avramidis et al 2000a;McLeskey et al 2001) and with more university training and course work in the area of special education (i.e., Bender et al 1995;Taylor et al 1997) and for female teachers (Avramidis et al 2000b;Leyser and Tappendorf 2001). Findings also suggest that teachers are also less accepting of students with severe disabilities compared to students with mild disabilities (Scruggs and Mastropreri 1996;Stoiber et al 1998), and seem to reject in particular students with emotional and behavioral disorders (Stoiber et al 1998;Heflin and Bullock 1999).…”

Section: Introductionmentioning

confidence: 94%

Religion and attitudes of college preservice teachers toward students with disabilities: implications for higher education

Leyser

Romi

2007

High Educ

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The study examined attitudes toward school inclusion of students with disabilities of 1,145 prospective teacher trainees from six national/religious groups in eleven colleges in Israel: The groups were secular, religious and ultra-orthodox Jews and Muslim, Christian and Druze Arabs. Participants responded to the ''Opinion Related to Inclusion Scale''. Trainees in all six groups supported the principle of inclusion while simultaneously recognizing the need for segregated special education placements. Several significant group differences were found on the total score and the factor scores. The most supportive group of inclusion (i.e., the strongest rejection of segregation and the least concern about behavior problems) was the Jewish secular group followed by the Jewish religious group. The least support for inclusion was found for the ultra-orthodox Jewish group and the Arab groups. Implications for the preparation of educators in institutions of higher education were discussed.

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“…P revious re s e a rch-based studies have also found that teachers' attitudes differ depending on the severity of the disability (Barnartt & Kabzems, 1992). The results of a survey conducted by Taylor, Richards, Goldstein and Schilit (1997) on undergraduate and graduate students in general and special education found that general educators thought that students with specific learning difficulties are the only group of students that should be integrated in the regular education classroom. They thought that students with other types of disabilities (for example, mental, emotional and behavioural) should be excluded.…”

Section: Introductionmentioning

confidence: 99%

General Education Teachers in the United Arab Emirates and Their Acceptance of the Inclusion of Students with Disabilities

Alghazo

Gaad

2004

British J Special Edu

154

101

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In this article, Dr Emad M. Alghazo and Dr Eman El. Naggar Gaad, both assistant professors at the Department of Special Education in the United Arab Emirates University, report on their research into the attitudes of mainstream teachers towards the inclusion of students with disabilities. The research took place in the Emirate of Abu‐Dhabi, the capital of the United Arab Emirates, and set out to explore the extent to which general education teachers there accept the inclusion of students with disabilities in mainstream classrooms. The research process incorporated a questionnaire survey, analysed quantitatively, and a series of interviews with teachers to follow up on a range of issues. The analysis of the results takes account of a number of variables, including the gender of the respondents; number of years' experience as a teacher; and type of learner disability. Emad Alghazo and Eman Naggar Gaad report that there is more work to be done on the development of an ‘inclusion culture’ among teachers in the United Arab Emirates. They close their article by making a series of recommendations for future practice focusing on initial teacher education, continuing professional development and attitudinal change.

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Teacher Perceptions of Inclusive Settings

Cited by 29 publications

References 13 publications

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi

Religion and attitudes of college preservice teachers toward students with disabilities: implications for higher education

General Education Teachers in the United Arab Emirates and Their Acceptance of the Inclusion of Students with Disabilities

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